BOHR International Journal of Internet of Things, Artificial Intelligence and Machine Learning

2022, Vol. 1, No. 1, pp. 47–53

https://doi.org/10.54646/bijiam.008
www.bohrpub.com

Unemployment Among Technical Students: Implication for

Managers of Higher Education
Olojuolawe Rufus Sunday∗ , Osuntuyi Olusola Edward and Ibidapo Bamidele Abel

Department of Industrial Technology Education, Bamidele Olumilua University of Education, Science and
Technology, Ikere-Ekiti, Nigeria
∗ Corresponding author: olojuolawe.sunday@bouesti.edu.ng

Abstract. The problem of unemployment among youths has remained unabated. This has cast doubt on the methods
of instructions by lecturers. This study takes a critical review of some of the previous studies with an emphasis
on employment statistics and employability skills. The paper x-ray the basic elements of employability skills
and the latest statistics of youth unemployment in Africa particularly, Nigeria. The aim is to sensitize education
managers of higher institutions in Nigeria about the danger inherent in turning out graduates massively without the
corresponding skills to match them adequately with the world of work. Findings show that there is a persistent rise in
the rate of youth unemployment because what the schools offered is not compliant with the labour market demand.
The resulting skills played a significant role in increasing unemployment among Tertiary Education graduates.
Therefore, the higher education curriculum needs to be modified to reflect the skills required of employers.
Keywords: Unemployment, Employability Skills, technical graduate, Managers, Education.

INTRODUCTION Consequently, there is growing apprehension on the part

This Employability skills (ES) are the skills needed by
the youths to make them employable and ensure their
sustainability and advancement on the job [37]. Ismail
and Mohammed [34] observes that some countries of the
world have gone a step higher by setting up accreditation
bodies for the development of their graduate employabil-
ity skills. However, many of the developing nations like
Nigeria are still struggling to reposition their technical
and vocational programmes to meet the stated national
objective. This objective of nation-building can only be met
when technical education is enhanced [7]. Towards this
end, Emmanuel [21] observes the need to restructure and
enlarge the curriculum of technical education to include
employability skills as a measure aimed at combating
joblessness in Nigeria. The main purpose is to produce
competent technical graduates who will either be able
to teach professionally or seek employment in compa-
nies and organizations or set up their own jobs (NPE,
2013). The dream, however, has remained elusive because
the curriculum is only geared towards hard skills
acquisition.
of the parents and the general public because of the danger
it portends for society. The main cause for the worry is
that the majority of these youths are holding qualifications
from Higher Institutions in Nigeria [46]. The Ogun State
Bureau of Tertiary Institutions workshop in 2010 found
that the nation’s employment generation capability has
been rising at a pace of between 5 percentage and 7 per-
centage over the last seven years. Similarly, the country’s
approximately 213 Universities, Polytechnics, and Colleges
of Education produce over 300,000 graduates annually; this
number should ordinarily be sufficient for the country’s
human capital resource needs; however, employers willing
to pay well to attract skilled workers are increasingly
finding it difficult to fill job vacancies [46]. Anyanwu [6],
opines that the rising negative impacts of joblessness have
prompted a sudden change in Government in numerous
African nations and increasing crime rate. For example,
the frequent and various military coups in Nigeria had
been justified based on the poor standard of living and
unemployment among the youths. Thus, the progression
of financial and political changes in different nations in
the sub-Saharan region of Africa and some other places

47
48
in the world (Asaju, 2014). For instance, in Nigeria today,
the emergence of ethnic militias, largely led by the youths,
such as Egbesu, Oodua peoples’ Congress (OPC), Niger
Delta boys, and the Independent People of Biafra (IPOB)
which are used to terrorize and deprive ordinary citizens
of a just and decent living are the direct consequences
of youth unemployment on the society. The position is
not only sympathetic, but also humiliating, in that the
immense human material resources available to the coun-
try have not been trained and exploited to the country’s
benefit [55]. The problem had largely been adduced to
the absence of relevant infrastructure and outdated school
curriculum to match the students with the need of the
employers [8, 46]. Employment skills are job skills that
young people need to secure, maintain and develop their
jobs. Ismail and World EconomicForum [61] note that
while some developed countries have taken astep fur-
ther in technical and vocationaleducation by establishing
accredited institutes to develop their graduate employ-
ment skills, many developing countries, such as Nigeria,
still have professional programs to meet their technical
and nation-building national goals. In this regard, the tech-
nical education curriculum needs to be restructured and
expanded to include employment skills to avoid unem-
ployment. Employability skills are the employment skills
needed by the youths not only to help them secure jobs
but to ensure their advancement and sustainability on the
job [37]. The absence of these skills in the curriculum of
Colleges of Education, Technical Education programme
have disconnected the students from the requirements of
the labour market.
LITERATURE
Main Factor Responsible for Massive Youth
Unemployment in Nigeria
The lack of employability skills which has been attributed
to change in the use and application of technologies gave
rise to the challenges of unemployment among gradu-
ates [44]. Solesvik et al. (2013) observes that the expecta-
tions of the industry from graduates are now shifting from
exhibiting academic expertise in a chosen discipline to
more commercially informed candidates. These are candi-
dates who have a strong command, and immediate ability
to apply a broad range of skills considered essential in the
workplace.
Wilton [60] opines that employers expect graduates to
possess the technical and discipline competencies from
their degrees. This will enable the graduates to display
broader skills like team-working, communication, leader-
ship, critical thinking, problem-solving and administrative
potentials. It is very strongly believed that it is the existence
of a skill gap between the school and the industry that is
responsible for the massive job losses and unemployment
in Nigeria today. Research has suggested that the jobs
Olojuolawe Rufus Sunday et al.
are there but the graduates lack the skills to match those
jobs ([12, 15]; Angula, 2022).
Therefore, knowledge and workforce must bear a rela-
tionship with the demand of the labour market. The
over-dependence on academic qualification has failed to
guarantee quality jobs [14, 18]. The existence of a skill gap
between the school and the industry needed to be bridged.
According to Hasanefendic et al. [29] the school should
be responsible for the training of individuals to enter the
labour market. This is achievable through constant change
of curriculum to adjust to the environmental needs [5].
Amusan et al. [5] observe that the change should include
the existing field of study and not just a new programme.
The sudden turnaround to entrepreneurial education by
the Nigeria Higher Education managers is an acceptance
of the failure of the school curriculum as it is currently
operated [9, 26, 43, 56]. Technological developments are
leading to better internet-based approach resolutions. This
stage is commonly referred to as Industry 4.0, and it
is thought to contain the possibility for new flexible,
self-managing goods (Taofeeq Durojaye Moshood, 2020;
Moshayedi et al., 2022).
The large number of graduates being turned out year-in,
year-out from the nation’s Colleges of Education without
any corresponding skills to match them with the world of
work has made some section of the public to label them
as ‘half-baked’ graduates. This has equally caused [1] to
advise Nigerian youths to embrace soft skills. These are the
skills other than the hard skills needed for 21st – Century
jobs. Consequently, the importance of technical education
in the economic growth of individuals and society cannot
be overemphasized. Amedorme and Fiagbe [4] opined that
the attainment of employers’ needs is better learned in
the school and key to the employability of graduates. The
inculcation of employability skills in the learners would
help in producing technical graduates that would match
the need of the employers. Thus, reducing the growth rate
of social menace in the society.
Trend and Characteristics of Youth Unemployment
in Africa
The alarming rate of unemployment among students of
technical education students who graduated from Higher
institutions particularly sparked the choice of going deeper
in this study. The idea was made due to the growing num-
ber of graduated students who roam about the streets and
on each occasional contact with this researcher, complained
that they are yet to be employed. Though, the challenge
is global but, it is more severe with African countries and
Nigeria in particular. The percentage of youth unemploy-
ment has been on the increase progressively since 2015. In
2015, statistics show that about 73.4 million youth glob-
ally were unemployed. The 73.4 million figures indicate
that global youth unemployment has increased by about
four million since the last global economic meltdown in
Unemployment among Technical Students
2007 [31]. The twenty percent (20%) of the increase occurs
in Africa. The worldwide youth unemployment rate was
12.7 percent in 2011. This was a full rate higher than the
pre-emergency level [6]. In 2011, youth unemployment
in Sub-Saharan Africa where Nigeria belongs (SSA) was
slightly higher than the global average at 12.8 percent but
with North- Africa average equals 27.1 percent, the highest
amongst the regions of the world. This gives an average of
around 20 percent youth unemployment in Africa in 2011.
Furthermore, youths in Africa are about three times the
size of unemployed adults [47]. Youth unemployment is
also very high among women in Africa, especially in North
Africa [6, 47]. The percentage of joblessness among young
women in North Africa was 34.3 percent in 2010. This is
high when compared with the 13.1 percent of the world
average for that year. The rate for young men was 18.5
percent compared to the global average of 12.6 percent,
both are the highest for any region. The global trend of
unemployment in the world including Africa between
2010 and 2017. The rate of youth unemployment in 2010
was 13 percent and maintained a slight reduction of 12.9
percent in 2011. Thereafter, there has been a persistent
rise in the rate of youth unemployment up to the present
13.9 percent globally. Therefore, the need for a practical
approach towards reducing the rise in youth unemploy-
ment becomes very important.
Classification of 21st-Century Skills
The learning of employability skills for a better result is
achievable in higher institutions on a discipline basis [35].
A broad classification of arrays of employability skills is
provided in Figure 1. These are the essential 21st – Century
skills that are required in the workplace by employers. The
components of each broad area are what is deemed neces-
sary for inclusion into the curriculum of the affected area
of studied discipline in higher institutions [58]. Classifies
80.0
70.0
UNEMPLOYED YOUTH (MILLIONS)
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Developed Emerging
World
Countries Countries
70.5 10.2 52.9
71.0 9.8 53.5
71.0 9.6 53.5
Figure 1. Global youth unemployment and working trend.
49
employability skills into personality skills, people skills,
applied knowledge skills and workplace skills.
Youth unemployment is currently one of the great-
est challenges facing countries globally including African
countries and Nigeria in particular. The current wave of
social ills and instability in many parts of the world is
a direct consequence of hopelessness occasioned by job-
lessness among the youths. In 2015, statistics show that
about 73.4 million youth globally were unemployed. The
73.4 million figures show an increase of more than four
million since the start of the global economic meltdown
in 2007. About 20 percent of the unemployment occurs in
Africa. The youth unemployment rate all over the world
has been estimated to be 12.7 percent. This is more than the
pre-crisis level in 2011 [6]. In 2011, youth unemployment
in Sub-Saharan Africa where Nigeria belongs (SSA) was
slightly higher than the global average at 12.8 percent.
The North-Africa average was 27.1 percent, the highest
amongst the regions of the world. This gives an average
of about 20 percent youth unemployment in Africa in
2011. Furthermore, youths in Africa are about three times
the size of unemployed adults [32]. Youth unemployment
is also very high among women in Africa, especially in
North Africa. The unemployment rate for young women
in North Africa was 34.3 percent in 2010 compared to the
global average of 13.1 percent. The rate for young men
stood at 18.5 percent compared to the global average of
12.6 percent. These are the highest figure in any region
of the world. Currently, youth unemployment has risen
above 13.0 percent globally. The global total of youth
unemployment reached 71 million in 2016, an increase of
0.5 million in comparison to 2015 values. This value is not
expected to change in 2017. The increase in the 2016 global
figures appears to be due to growing youth unemployment
in emerging countries where there is a predominance of
evolving technologies. This arose as a result of the indus-
tries divesting from production economy to service-based
economy. The emergence of advanced robotic automation
in some sections of the developed world is equally giving
birth to technology unemployment; the 4th – Industrial
Revolution is known in some quarters as I4.0 [25, 48, 51].
This has made skilled workers obsolete due to their sole
adherence to hard skills without those skills needed to
adapt and blend with the new occurring changes in the
world of work [41]. Figure 1 describes the trend globally
based on developmental classifications
As shown in Table 1, statistics in 2017 show that about
71.0 million youth globally are unemployed. The 71.0
Developing million figures show an increase of half a million since
Coutries 2015 with 21.5 percent of them occurring in Africa. Youth
7.4 unemployment in Sub-Saharan Africa alone where Nigeria
7.7 belongs (SSA) is 16.3 percent but with North- Africa aver-
age equals 21.5 percent, the second-highest after the Asia
7.9
region. The figure is extremely high for a region and coun-
try that is yearning for human and capital development.
50 Olojuolawe Rufus Sunday et al.

Table 1. Youth unemployment trends 2015–2017. effectively in Tertiary Institutions. The lecturers should
Unemployed Youth be aware of how different workplaces function and are
2015–2017 (Millions) structured. Acquisition of instructional skills expertise and
Region 2015 2016 2017 knowledge by lecturers are meant to help them move
World 70.5 71.0 71.0 beyond the traditional teaching method, and able to use
Africa varying teaching methods and techniques [28]. Technical
Northern Africa 3.7 3.7 3.7 Education has practical components in both teaching and
Sub-Saharan Africa 11.1 11.3 11.6 assessment. Still, the use of varying teaching methodolo-
Americas gies and techniques would greatly assist in developing
Latin America and the Caribbean 8.5 9.2 9.3
the graduate attributes expected of College of Education
Northern America 3.0 2.9 2.9
students.
Arab States 2.6 2.7 2.6
Skills development is embedded in teaching and learn-
Asia
ing [2, 19]. A large number of students and the decaying
Eastern Asia 11.9 11.4 11.0
infrastructures are making it difficult to develop these
South-Eastern Asia and the Pacific 7.4 7.7 8.0
Southern Asia 13.7 13.8 13.9
skills. Instructional development experts, faculty, admin-
Europe and Central Asia istrators and students should ensure that learning is
Central and Western Asia 2.1 2.1 2.2 competency-based [37]. This will enhance students under-
Eastern Europe 2.0 1.8 1.7 standing of experimental methodologies. The Higher Insti-
Northern, Southern, and Western 4.5 4.3 4.1 tutions should strive harder to involve the development of
Europe the three upper levels of analysis, synthesis, and evaluation
of the cognitive domain of Bloom’s taxonomy. Bloom’s
PERCENT YOUTH taxonomy consists of knowledge, comprehension, appli-
cation, analysis, synthesis, and evaluation. This does not
UNEMPLOYMENT IN mean that a grounding in knowledge, comprehension, and
application is not equally important. They are required to
NIGERIA strengthen the higher levels of the domain.
To enhance a pragmatic and strong combination between
14.4 14.17 the development of employability skills by the learners,
PERCENTAGE

14.2 13.96 13.96

14
13.72
13.8
13.6
13.4
2017 2018 2019 2020
YEAR
Figure 2. Youth unemployment rate in Nigeria.
Nigeria Youth Unemployment
According to Anyanwu [6] youth unemployment is a
time-bomb ready to explode if the dangerous trend is
not urgently reversed. Specifically, Figure 3 attests to the
steady and astronomical rise in the rate of youth unem-
ployment in Nigeria between 2017 and 2020. This trend can
only be reversed through effective collaboration between
the school and the employers of labour with a commensu-
rate framework for matching the students with the need of
industries [11, 27].
Figure 2 shows that the youth unemployment has risen
from 13.96 in 2017 to 14.97 in the year 2020. This is very
astronomical for a developing nation like Nigeria.
Instruction Techniques for Employability Skills
The latest knowledge about Industrial practices is essential
for academic staff to be able to teach employability skills
lecturers and the teaching methods, learning must be
problem-based [42]. The approach must be holistic and
involve lifelong learning skills, and purposeful too [16, 36,
59]. Teaching /learning must encompass all the facets of
pedagogy and not just facts. The objective must be focused
on the learners; learner-centered. Finally, the teacher must
assume the role of facilitator, mentor, evaluator, a coach
that includes demonstrating the generic skills to learn-
ers [45].
Employability skills are attributes that enable one to
secure a job and advance progressively on the job [45]
advanced strategies that can be used to teach eight major
employability skills successfully. Those suggestions are
presented in Table 2.
FINDINGS
The data above indicates that youth unemployment is
acute in Africa and Southeast Asia. The rate of youth
unemployment has equally been growing persistently
since the year 2017 in Nigeria from 13.96% to 14.17%.
Equally, the rate of youth unemployment is higher in the
emerging countries of the world than the developed and
developing nations. Out of the global youth unemploy-
ment rate of 70.0 million in 2017, the emerging nations have
53.5 million and developed and developing countries have
9.6 and 7.9 million respectively.
Unemployment among Technical Students
Table 2. Techniques for teaching employability skills.
Employability
Skill Teaching Techniques
Communication Demonstrations, Working in groups,
Role-playing, Writing and presenting
written reports
Problem-solving Decision-making activities, Development
and designing of models
Case studies, Investigative projects and
research,
Simulations,
Using various problem-solving tools and
techniques, Problem-solving in teams and
networks
Technology Using the internet and Intranets, ICT skills
to complete activities
Using industry-related software,
technology, machines and equipment
Learning Mentoring and coaching activities,
Reflective journals, logbooks, diaries,
Self-evaluation tools
Self-management Work plans, Career planning exercises,
Development of portfolios
Using logbooks to record time management
skills and monitor own performance, Work
plans
Planning and Research and data collection, Developing
organizing action plans
Time management activities, Planning and
organizing events Goal-setting activities
and scheduling tasks, Collecting and
analyzing information
Initiative and Brainstorming activities, Designing
enterprise innovative and creative practices and
solutions, Initiating and designing change
process Simulation activities
Teamwork Group projects, Group discussion, Learning
sets, Communities of practice, Syndicates
The growing rate of unemployment implies that more
and more school-age boys and girls are no longer seeing
any justification for attending school especially, at the
higher levels. This has accounted for the increasing rate of
social vices in society today. The wave of armed robbery,
kidnapping for ransom, and even ritual killings by Yahoo
boys can only be stemmed when we have a functional edu-
cation curriculum that responds and matches the students
with the need of the employers.
DISCUSSIONS
Many institutions of higher learning, especially in the
developed world and most of the developing ones, are now
introducing employability skills into their curriculum [34,
38]. This is in a bid to ensure that their instructional
procedures are compatible with the needs of the employers
for 21st-century jobs. It is to be noted that the issue of
51
employability skills is a lifelong process and that no one is
ever perfectly employed [16, 19, 30, 40]. Equally, the issue
of unemployment does not exempt any nation whether
developed or developing. Unemployment in different
countries is occasioned by the different phenomenon;
change in technology or skill-mismatch [3, 6, 50, 54].
Research has shown that most developed countries of
the world have developed accreditation bodies for their
graduate employability. This, of course, accounts for the
low level of youth unemployment in those countries. In the
same vein, the rise in the level of technological changes and
automated innovations in emerging countries like Nigeria
accounts for the high rate of youth unemployment. The
skills acquired during training easily become obsolete at
graduation because of rapidly changing and expanding
technology [49]. Radda [52] notes that only one out of
one hundred Nigerian graduates are employable. This
shows that the issue of unemployment in Nigeria has
reached a crisis level [22]. The main solution to arresting
the trend, therefore, is the remodeling of the technical
education curriculum, and reskilling of students in the
tertiary institution. This is will help to match them with
the need of the employers. Studies revealed that not all
teachers are conversant with the changes in the world of
technologies and or the right method for teaching stu-
dents [13]. This necessitated the need for the review of
the technical education curriculum. Otherwise, the rate
of social ills associated with joblessness will continue to
grow in society. The remodeling is not just about chang-
ing the curriculum. It is about fixing the missing link.
The major missing link established by literature is the
non-existence of the skills for 21st-Century jobs in the
curriculum [24, 30, 33, 53, 57]. Introducing employability
skills into the Higher Education curriculum is not enough.
More needed to be done to ensure that it recognizes the
discipline-difference and the right techniques of instruc-
tions adopted [17]. A successful career is ensured when one
is employable [27, 39].
CONCLUSION
To avoid the continuous production of unemployable
graduates, the management of our institutions of higher
learning especially heads of Higher Institutions should
invigorate their curriculum with the skills that are relevant
to today’s labour market. These are skills that are 21st-
century compliant and capable of helping the students to
navigate the harmful effect of I4.0. In the same vein, grad-
uate tracking is a database that links graduates with school
so that the school would not only be able to monitor their
graduates but know where they are, what they are doing
and how they are faring. It is a very good feedback process
that enables the school to have records of their graduates
both employed and unemployed. This will afford Man-
agers of Education to keep accurate data of their employed
and unemployed graduates by disciplines, and year.
52
This will eliminate the problem of reliance on guesses and
unrealistic forecasts.
SOURCE OF DATA
The study is qualitative therefore, the data used were
obtained through document analysis.
CONFLICT OF INTEREST
The authors declare that the research was conducted in the
absence of any commercial or financial relationships that
could be construed as a potential conflict of interest.
AUTHOR CONTRIBUTIONS
All the authors contributed to the metal analysis towards
finding the gap for the study. Similarly, Dr. R.S Olojuolawe
played a significant role the review process and the docu-
ment analysis. Dr. A.B. Ibidapo and Dr. E.O. Osuntuyi were
very active in the discussion and conclusion of the study.
FUNDING
No funding was received for the study.
ACKNOWLEDGMENTS
The authors would like to thank the Management of
BOUESTI for permitting access to their Library during the
study.
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